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8. Refreshed GEP Curriculum Framework Updates

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preview-content based curriculum for advanced learners

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Organised using the 3 ICM dimensions, with E21CC highlighted

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In your mixed-groups, take 5 minutes to read the file attached. As you read, think about the different areas of work you are currently involved in (e.g., curriculum, identification, SPs, work with IP schools, counselling, communications & engagement, teacher PD). Individually, identify at least 2 tenets/beliefs which would impact your work, and record this down.

For example:

Tenet 3, Public comms [Pl indicate the tenet #, area of work]: What advice should we give schools and parents - for students with strengths in more than one domain? What implications would this have on the RC schedule?

Thereafter, please share within your small groups.

Please take 20 mins to complete this activity.

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Conselling:

Tenet 5: Step up teacher PD to build capacity to work with HAL especially 2E students

e-resources:

Tenet 1 to 6: Deliberate inclusion of E21CC and advanced content in SLS catering for HALs. To elaborate on tenet 4: There are many social interaction platforms like website, forum, studio, and etc. that can be embedded in SLS.

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Resource 1: Tenets of Talent Development

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Resource 1: Tenets of Talent Development

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Resource 2: Tenets of Talent Development

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Resource 2: Tenets of Talent Development

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We discussed providing students in tier 1.
Stretch in class talent through differentiation. How teachers in class can provide the tier 1 support. How to provide a solid diferentiation? Provide PD for teachers.

Thereafter, students will be given space to explore on their own. Give them space to do it after we give tier 1 provisions.

Extensions to be clearly provided for teachers such that mainstream curriculum is nicely weaved in with the extensions. Teachers need this support.

Current teachers feel very challenged to face this situation.

Further, the way students are grouped tgt in schools will also affect how the provisions will be enacted in the actual classroom. How practical can this be?

In a sea of information, how teachers will handle them?

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Tenet 1 - no inherent cut-off score on any measure.

To really put this into practice, it will require a few things:

- A mindset shift: for teachers in school, scores are the most defensible to parents as basis for selection. It is difficult to prove the efficacy and value of other measures of assessment.

- Teacher training: to ensure 2e students are not disadvantaged, PD for teachers has to include how they can be aware of their own biases and to recognise the traits of HALs.

- Time freed up for teachers: to get to know the students, build relationships, recognise their traits.

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Teachers can no longer just "rely on GEB" for identification: Help teachers identify interests and use multiple sources of student observations (e.g. reflection journals, inventories) to understand their learners and design/adapt instruction to meet their students' learning needs (Tenet 1)

Communication to parents that abilities are malleable and can grow over time (Tenet 2) - don't be too anxious to ensure they get emplaced in a programme at Primary 4. Help parents understand that they play an active role in discovering their child's interests and abilities, and how this may morph over time - to support the child in learning for life (Tenet 6).

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Need for compact (self contained), compelling (facilitates proximal learning) and comprehensive (for RC teachers), and competitive (beat learninglab!) modules to make the units beneficial to students who are only accessing the RC units - maybe for 1 year only(?) - when they are ready (readiness = ability/ potential ability and interests aligned). (Tenet 2)

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Discussion 1: Services at different stages of Talent Development

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Discussion 1: Services at different stages of Talent Development